Culturally Responsive Literacy Academy 2:

1. Culturally Responsive Literacy Academy 2: Culturally Responsive Literacy Instruction: What does it look like in the classroom?

2. Introductions Facilitator and Sponsors www.nccrest.org

3. Leadership Academies

4. Roles

5. Academy Outcomes

6. Agenda Activity 1: The State of Literacy in the United States 30 minutes Lecturette 1: Why shift towards a CR Literacy model? 20 minutes Activity 2: Literacy Achievement Gap: Examining the Data 50 minutes Break 10 minutes Lecturette 2: Addressing the Literacy Gap in Classrooms 20 minutes Activity 3: Reflections on Current Reading and Writing Practices 30 minutes Lecturette 3: Elements of CR Literacy Instruction 20 minutes Activity 4: Explore Elements of CR Literacy Instruction 75 minutes Outcomes Review 10 minutes

7. Lecturette 1: Why Shift Toward a Culturally Responsive Literacy Model?

8. What is literacy? How do you define it?

9. Literacy? • The ability to read and write. (American Heritage Dictionary) • The use of language to construct personal and public worlds and to achieve full participation in society, (NCTE) • "Literacy is the ability to identify, understand, interpret, create, communicate and compute, using printed and written materials associated with varying contexts. Literacy involves a continuum of learning to enable an individual to achieve his or her goals, to develop his or her knowledge and potential, and to participate fully in the wider society." (UNESCO)

10. The Literacy Debate "By the year 2000, every adult American will be literate and will possess the skills necessary to compete in a global economy and to exercise the rights and responsibilities of citizenship.”

11. Darlene tryin to teach me how to talk….Every time I say something the way I say it, she correct me until I say it some other way. Pretty soon it feel like I can’t think. My mind run up on a thought, git confuse, run back and sort of lay down. You sure this worth it? I ask. She say Yeah. Bring me a bunch of books. White folks all over them, talking bout apples and dogs. What I care bout dogs? I think….But I let Darlene worry on. Sometimes I think bout the apples and the dogs, sometimes I don’t. Look like to me only a fool would want you to talk in a way that feel peculiar to your mind.- Celie, in The Color Purple

12. Culturally Responsive Literacy Model

13. Lecturette 2: Addressing the Literacy Gap in Classrooms: Reading and Writing

14. Explanations for Literacy Achievement Gap

15. Teaching Children to Read: National Reading Panel

16. Alphabetics Phonemic Awareness Instruction • Rhymes and alliteration • Oddity tasks • Orally blend words and split syllables • Orally segment words • Phonemic manipulation tasks Phonics Instruction • Letter-sound correspondences and • uses in reading and spelling • Integrate with other reading • instruction

17. Fluency Guided Oral Reading • Repeated readings Independent Silent Reading • Positive relationship between large • amounts and improvements in fluency

18. Comprehension Vocabulary Instruction • Direct and indirect instruction • Repetition and multiple exposures • Learn in rich contexts • Task restructuring • Multiple approaches Text Comprehension Instruction • Comprehension monitoring • Cooperative learning • Question answering • Question generation • Story structure • Summarization

19. Findings of the National Commission on Writing (NCW) • Standardization and scripting of instruction threaten to undermine writing instruction. A climate to encourage writing must be created. Maintaining a sense of “community” in schools is essential both to writing and to the larger reform movement. Genuine reform requires personalization of instruction.

20. Best Instructional Writing Practices - NCW • Use the languages, experiences, and images of students home communities as learning • Students and teachers as co-inquirers and co-learners • Use writing to collect, analyze, synthesize, and communicate information and opinions • Draft, compose, and revise a variety of writings for a variety of audiences, purposes, and occasions • Use all the language arts (listening, speaking, reading, writing, and thinking) all at once and all together in learning and sharing ideas • Make some of student writing public beyond the classroom

21. Lecturette 3:7 Elements of Culturally Responsive Literacy Instruction

22. 7 Elements of Culturally Responsive Literacy Instruction

23. 1. Goal of Instruction 7 Elements of Culturally Responsive Literacy Instruction Establish students’ ownership of literacy

24. 7 Elements of Culturally Responsive Literacy Instruction 2. Role of Home Language “Since language is one of the most intimate expressions of identity, indeed, ‘the skin that we speak,’ then to reject a person’s language can only feel as if we are rejecting him.” (Delpit, 2002)

25. 7 Elements of Culturally Responsive Literacy Instruction Attention to selection of texts Curricular Approach 3. Instructional Materials

26. 7 Elements of Culturally Responsive Literacy Instruction Patterns of interaction between adults and children have a more powerful effect on children’s literacy learning than the types and quantity of material resources available. 4. Classroom Management and Interaction with Students

27. 7 Elements of Culturally Responsive Literacy Instruction Students do not enter school as empty vessels to be filled with knowledge. Rather, they bring with them rich and varied language and cultural experiences. 5. Relationship to the Community

28. 7 Elements of Culturally Responsive Literacy Instruction Include both authentic learning activities and instruction in specific literacy skills Develop personal literacy and power-code literacy 6. Instructional Methods

29. 7 Elements of Culturally Responsive Literacy Instruction 7. Assessment Use forms that eliminate or reduce sources of bias, such as: Prior knowledge Language and Question type Teachers examine extent to which they label or disable students of diverse backgrounds, as opposed to serving as advocates for them.